ABSTRACT
Claudia Bernasconi discusses how her understanding of teaching, service, and research practices was progressively and inexorably shaped through increased understanding of the characteristics of Detroit’s urban and social context and the culture of the University of Detroit Mercy School of Architecture. The chapter includes her education in Italy and Chile, her encounter with urbanity in Detroit, and a detailed discussion of teaching approaches through the presentation of two courses: an undergraduate landscape architecture design studio and a service-learning graduate course. She explains connections between the urban context and teaching methods that recognize a sense of social responsibility and a call for civic engagement. The chapter explores pedagogical themes, ranging from the shifting perceptions of and expectations from students to their perceptions of their own learning, as well as their own role in the surrounding community and society at the completion of those courses. The conclusion addresses contemporary pedagogical topics that speak to the architectural profession and allied fields and to educators of future graduates in the field of architecture.
